scholarly journals Development of Science Achievement Test Including the Units of 'States of Matter and Heat' and 'Electricity in Our Life'

2020 ◽  
Vol 16 (1) ◽  
pp. 1-10
Author(s):  
Serkan Timur ◽  
◽  
Eylem Yalçınkaya Önder ◽  
Betül Timur ◽  
Meltem Ekici ◽  
...  
Keyword(s):  
Science Achievement ◽  
Achievement Test

scholarly journals Validation of Basic Science Achievement Test Using R Software

2021 ◽  
Vol 10 (9) ◽  
Author(s):  
Ibiene T. Longjohn ◽  
Njigwum Allwell Sunny ◽  
Ibeh, Chioma Perpetua
Keyword(s):  
Basic Science ◽  
Science Achievement ◽  
Achievement Test ◽  
R Software

scholarly journals IMPROVING STUDENTS ACHIEVEMENT AND RETENTION OF LEARNING IN ENVIRONMENTAL SCIENCE USING 7ES INSTRUCTIONAL MODEL

2021 ◽  
Vol 9 (03) ◽  
pp. 10-13
Author(s):  
Ephraim M. Villacrusis ◽  
◽  
Maria Teresa R. Beloy ◽  
Keyword(s):  
Science Achievement ◽  
Environmental Science ◽  
Lesson Plan ◽  
Achievement Test ◽  
Control Group ◽  
Instructional Model ◽  
Control Groups ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

This study was undertaken to determine the effects of 7Es Instructional Model in the achievement of students in Environmental Science. It is anchored in the belief that between the two, the Traditional Approach and the use of 7Es Instructional Model in teaching Environmental Science, the latter leads to a positive effect on science achievement and retention of previously gained concepts in the Environmental Science Strand in K to 12 Science Curriculum. This study used the Quasi-Experimental Design, particularly Two – Factor Mixed Design. The experimental group was subjected to the use of 7Es Learning Model for teaching environmental science while the control group was taught with the Traditional Approach.The participants of the study were 38, 7th graders from each group. The experimental and the control groups of participants were given pre-test, underwent different treatments and were given the post-test. Three weeks, later the same post – test was re-administered to assess the retention level of the participants. The instrument used in the study were the Lesson plan, and Teacher-made Achievement Test. The instruments were validated by the pool of experts and were rated very good.Resultsshows that there is no significant difference between the posttest scores of the experimental and control groups. It also revealed that there is a significant difference between the posttest and pretest mean scores of the experimental and control groups while retention of previously gained concept in science was significant in the lag test scores of the experimental group. Analysis of Test Items and Lesson plans (7Es Instructional Model) shows that the category Explore, Explain, Elaborate and Extends promote high scores in the Science Achievement Test. Thus, teachers may use the 7Es instructional Model in making Daily Lesson Plan in teaching science subjects to improve the achievement and enhance retention of previously gained concepts of students.

scholarly journals The Impact of Using Multimedia in Science Achievement and Developing Metacognitive Skills for Ninth- Grade Students in the Sultanate of Oman

2013 ◽  
Vol 7 (1) ◽  
pp. 85
Author(s):  
Mohammad Khair Nawaf Nawafleh ◽  
Alfaisal bin Humaid Al-Hindasi
Keyword(s):  
Science Achievement ◽  
Ninth Grade ◽  
Achievement Test ◽  
Control Group ◽  
Metacognitive Skills ◽  
Sultanate Of Oman ◽  
Significant Difference ◽  
Ninth Grade Students ◽  
The Impact ◽  
Experimental Group

This study aimed at investigating the effect of using multimedia in science achievement and developing metacognitive skills of ninth grade students in the Sultanate of Oman. The sample consisted of 62 students and was divided into two groups; an experimental group and a control group. The experimental group included 31 students and was taught using multimedia, and the control group included 31 students and was taught using the conventional method. To answer the questions of the study, an achievement test and a metacognitive skills test were developed and administered to the study subjects. The results revealed that there was a statistically significant difference (p < 0.05) in both the achievement test and the metacognitive skills test. The difference was in favor of the experimental group. Accordingly, the study recommended further studies to find out the impact of multimedia on the various skills of thinking. 

scholarly journals The Effectiveness of Teaching Science Using Self-Questioning Strategy

2019 ◽  
Vol 13 (1) ◽  
pp. 151
Author(s):  
Huda A. Qahtani ◽  
Mohammed M. Al Gaseem
Keyword(s):  
Saudi Arabia ◽  
Science Achievement ◽  
Reflective Thinking ◽  
First Grade ◽  
Thinking Skills ◽  
Achievement Test ◽  
Female Students ◽  
Teaching Science ◽  
Control Group ◽  
Experimental Group

The study aimed at identifying the effectiveness of teaching science using self-questioning strategy on academic achievement and developing reflective thinking skills. The sample consisted of 100 first grade intermediate female students in Khamis Mushait governorate, Saudi Arabia. The sample was divided into two equal groups: an experimental group studied by self-questioning strategy, and a control group which studied using the conventional  method. Teacher guide and student handbook activities were developed, and validated. Moreover, a science-achievement test and a reflective-thinking test were developed, checked for reliability, and validated. With regard to both instruments, the results showed statistically significant differences at the level of 0.05 in favor of the experimental group.

scholarly journals The Effect of Science Teaching Enriched With Technological Applications on the Science Achievements of 7th Grade Students

2018 ◽  
Vol 6 (9) ◽  
pp. 53
Author(s):  
Halil Ibrahim Yildirim ◽  
Onder Sensoy
Keyword(s):  
Science Teaching ◽  
Science Achievement ◽  
Achievement Test ◽  
Control Group ◽  
Student Centered ◽  
Student Centered Learning ◽  
Control Group Student ◽  
Quasi Experimental ◽  
Course Achievement ◽  
Achievement Levels

This study aims to research the impacts of science teaching enriched with technological applications on the science course achievement levels of 7th grade students. 13 weeks long research was carried out with 7th grade students studying at a state secondary school in Turkey in 2016. In the study, quasi-experimental method, experimental design with the pretest-posttest control group was used. There were 83 students (control=42, experiment=41) in the study group. “Science Achievement Test” developed by the researchers was used as data collection tool. There are 28 multiple-choice, four-choice items in the achievement test covering subjects taught, and the KR 20 reliability coefficient is 0.78. “Science Achievement Test” was used as the pretest, posttest, and follow-up test. Teaching was carried out by the same science teacher in the science class in both the control and experiment groups. In the control group, student-centered learning approach suitable to the 2013 Science Course Curriculum was given to the students, and no experimental procedure was applied. In the experiment group, 2013 Science Course Curriculum was followed, and teaching was carried out with technology enriched science teaching applications. At the end of the research, it was found that the achievement levels of the experiment group with the technology enriched science teaching applications increased significantly and was higher at a meaningful level than the achievement of the control group students. According to this findings, it can be suggested that technology enriched teaching should also be used in science teaching to address individual differences by enriching teaching.

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